Especially as young readers, it is critical that once students begin to acquire a grasp of reading that they be able to understand what they are reading and not just look at a page as a bunch of loosely connected words. This lesson is derived from reading lessons and assumes that students are already able to read and hopefully by the end of the lesson students will be able to build off of that skill and begin to understand and comprehend text, and also be able to analyze what they hear and read. Students who pick this up quickly should be able to make comments and form opinions about what they read based on connections they make within the text, reinforcing a new understanding of texts. This is the biggest objective of the lesson, students beginning to form opinions on what they read based on evidence instead of arbitrary opinion. The standards behind this lesson
II. The Learning Environment
Learning environment is a critical part of learning at a young age, it can influence how and if students are able to work with others or if they become more self-reliant when learning, it can influence their ability to work with others for their entire lives. The learning environment in the sample classroom was one that encouraged everybody to participate, all of the students sat together on the floor in a group facing the teacher. Next to the teacher was a board that outlined what she wanted students to do or be able to do while they read or listened to a story. This lesson encouraged participation with the teacher as she put students in a quizzical state of mind, students were encouraged to ask questions. The teacher's position in the room allowed her to clearly see and hear everyone and put her in a position to include everybody in the class discussion
III. The Learning Activities
This lesson was centered around the reading and the analyzing of Koala Lou. The students began by sitting in a big group in front of the teacher where she went over some questions that she wanted them to ask, early on she wanted them to ask "I wonder". She asked her students why they ask questions about what they read and why it is important, in her words, "to not just say stuff". She gave many of the students an opportunity to weigh in on why they needed to ask questions too. She then brought out Koala Lou and paired off the students so they could ask each other an "I wonder?" question about the cover of Koala Lou. When she finished having the students ask questions she then read the story aloud to her students, and in the middle she gave her students the opportunity again to ask each other questions about what had happened so far and what could happen later on based on the story and something it reminded them of in their own lives. When she finished the story students again were encouraged to ask her questions and make analytical judgments about Koala Lou based on the same premises. She capped off the lesson by giving all of the students the chance to answer one of three questions about the story, she sent them back to their desks and asked them to write them down and then some were asked to share.
IV. Personal Reflections (Yours)
I thought that the structure of this lesson gave all of the students a great opportunity to participate because the way the lesson was structured they got to confer with their classmates and see what they were thinking and then take that into account with their own thoughts on the book or what to look for in the book. The consistent ability for students to participate displayed who had a grasp of the lesson and who had less of one but the fact that everybody was able to participate gave all of the students examples. Because of this active reading and discussion kids were more easily able to pick up what they were learning and it looked to me that it stuck, plus active lessons are shown to be more memorable for students. The environment of this classroom really aided in the students ability to learn because it was very positive and nurturing, kids were able to share opinions and thoughts whenever the platform was open to questions, without facing consequences socially and without having the teacher tell them they were wrong in some way. SBLD - Analytic Judgments F08
Title: Making Analytical Judgments About Text
Authors:
1. Eric F2. Serena C
I. Standard Benchmark(s) and Learning Objective:
Especially as young readers, it is critical that once students begin to acquire a grasp of reading that they be able to understand what they are reading and not just look at a page as a bunch of loosely connected words. This lesson is derived from reading lessons and assumes that students are already able to read and hopefully by the end of the lesson students will be able to build off of that skill and begin to understand and comprehend text, and also be able to analyze what they hear and read. Students who pick this up quickly should be able to make comments and form opinions about what they read based on connections they make within the text, reinforcing a new understanding of texts. This is the biggest objective of the lesson, students beginning to form opinions on what they read based on evidence instead of arbitrary opinion. The standards behind this lessonII. The Learning Environment
Learning environment is a critical part of learning at a young age, it can influence how and if students are able to work with others or if they become more self-reliant when learning, it can influence their ability to work with others for their entire lives. The learning environment in the sample classroom was one that encouraged everybody to participate, all of the students sat together on the floor in a group facing the teacher. Next to the teacher was a board that outlined what she wanted students to do or be able to do while they read or listened to a story. This lesson encouraged participation with the teacher as she put students in a quizzical state of mind, students were encouraged to ask questions. The teacher's position in the room allowed her to clearly see and hear everyone and put her in a position to include everybody in the class discussionIII. The Learning Activities
This lesson was centered around the reading and the analyzing of Koala Lou. The students began by sitting in a big group in front of the teacher where she went over some questions that she wanted them to ask, early on she wanted them to ask "I wonder". She asked her students why they ask questions about what they read and why it is important, in her words, "to not just say stuff". She gave many of the students an opportunity to weigh in on why they needed to ask questions too. She then brought out Koala Lou and paired off the students so they could ask each other an "I wonder?" question about the cover of Koala Lou. When she finished having the students ask questions she then read the story aloud to her students, and in the middle she gave her students the opportunity again to ask each other questions about what had happened so far and what could happen later on based on the story and something it reminded them of in their own lives. When she finished the story students again were encouraged to ask her questions and make analytical judgments about Koala Lou based on the same premises. She capped off the lesson by giving all of the students the chance to answer one of three questions about the story, she sent them back to their desks and asked them to write them down and then some were asked to share.IV. Personal Reflections (Yours)
I thought that the structure of this lesson gave all of the students a great opportunity to participate because the way the lesson was structured they got to confer with their classmates and see what they were thinking and then take that into account with their own thoughts on the book or what to look for in the book. The consistent ability for students to participate displayed who had a grasp of the lesson and who had less of one but the fact that everybody was able to participate gave all of the students examples. Because of this active reading and discussion kids were more easily able to pick up what they were learning and it looked to me that it stuck, plus active lessons are shown to be more memorable for students. The environment of this classroom really aided in the students ability to learn because it was very positive and nurturing, kids were able to share opinions and thoughts whenever the platform was open to questions, without facing consequences socially and without having the teacher tell them they were wrong in some way.SBLD - Analytic Judgments F08